Adler, Susan

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Now showing 1 - 10 of 14
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    I am sansei
    (Hampton-Brown Books, 1993) Adler, Susan Matoba
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    African children's play and the emergence of the sexual division of labor
    (SUNY Press, 1994) Bloch, Marianne N. ; Adler, Susan Matoba
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    Racial and ethnic identity formation of Midwestern Asian American children
    (SAGE Publications, 2001) Adler, Susan Matoba
    This 2-year qualitative study attempts to raise teacher awareness of the racial and ethnic identity formation of Asian-American children in the cultural contexts of their families and communities. It gives ‘voice’ to Asian-American parents, who share their perspectives on race and ethnicity, their experiences developing racial and ethnic identities of their own, and their descriptions of how they socialized their children to understand and deal with stereotyping, prejudice and racism. It examines how racial and ethnic identities develop in pre-school and elementary aged children and what expectations Asian-American parents have of teachers and schools regarding this development.
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    Multiple layers of a researcher’s identity: Uncovering Asian American voices.
    (State University of New York Press., 2004) Adler, Susan Matoba
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    Mixed heritage Asian Americans: "Hapa,""doubles," or Culturally enriched?
    (Information Age Publishing, Inc., 2004) Adler, Susan Matoba
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    Hmong Home-School Relations: Hmong Parents and Professionals Speak Out
    (Information Age Publishing, 2007) Adler, Susan Matoba
    This qualitative study of Hmongs in one Midwestern urban school district investigates the nature of home-school relations from the perspective of Hmong parents and educational professionals. The study incorporates par¬ent and staff surveys, in-depth interviews and some observations conducted at two elementary schools. It reflects the voices of Hmong parents and school personnel (teachers, administrators, and para-professionals) as they share their cultural orientations to teaching and learning. The findings indicate that there is a strong desire for Hmong families to maintain their cultural heritage and identity while acculturating into mainstream schools. Education is highly valued and parents support their children’s schools, but participation in school activities is difficult for many Hmong parents.
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    Teaching Advocacy in Early Years Initial Teacher Education Programmes
    (Symposium Books Ltd, 2009) Liebovich, Betty J. ; Adler, Susan Matoba
    Teacher education programmes in the United States and in England with early childhood certification usually include courses with topics such as early childhood theory and curriculum, child development, model programs, and history of early childhood education but less often include courses with content focused specifically on advocacy. This article interrogates the possibility of developing courses on advocacy for pre-service teachers to build a knowledge base on advocacy for parents, families and children and to develop competency in inter-personal, cross-cultural communication. Drawing on data from Liebovich’s study on beliefs about advocacy of early childhood education students in the United States, the authors share pre-service teachers’ narratives about advocacy, discuss the process of moving from advocacy awareness to empowerment, and propose content for a university level course on advocacy in England and the United States. Using a feminist theoretical perspective, this study critiques teacher education programs and how student identity as advocates is rarely nurtured. The authors demonstrate how pre-service teachers reflect about the role teacher’s play working with, informing, and empowering families to truly become collaborative partners in the education of their children.
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    Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity
    (Elsevier, 2011-04) Adler, Susan Matoba
    This action research study interrogates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves. Data were collected from a special topic graduate course entitled, Epistemology, Diversity and Teaching, at a large Midwestern university. Issues such as “otherness”, the culture of power, and white privilege were some key concepts addressed in the course. Findings indicated that use of key readings and meaningful discussion on controversial issues enhanced students’ ability to take multiple perspectives, recognize the significance of student epistemology, and acknowledge the importance of culturally relevant pedagogy to meet the needs of a diverse student body.